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Reducing Behavior Problems in the
Elementary School Classroom

Appendix C:
Disclosure of
Potential Conflicts of Interest

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Practice guide panels are composed of individuals who are nationally recognized experts on the topics about which they are rendering recommendations. The Institute of Education Sciences (IES) expects that such experts will be involved professionally in a variety of matters that relate to their work as a panel. Panel members are asked to disclose their professional involvements and to institute deliberative processes that encourage critical examination of the views of panel members as they relate to the content of the practice guide. The potential influence of panel members' professional engagements is further muted by the requirement that they ground their recommendations in evidence that is documented in the practice guide. In addition, the practice guide undergoes independent external peer review prior to publication, with particular focus on whether the evidence related to the recommendations in the practice guide has been appropriately presented.


Reducing
Behavior Problems
In the Elementary
School Classroom

This guide is intended to help elementary school educators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes concrete recommendations, ways in which each recommendation could be carried out, and recognized roadblocks to implementation of each recommendation.

  • Introduction
  • Overview
  • Scope of This Practice Guide
  • Recommendation 1: Identify Specifics of Problem Behavior
  • Recommendation 2: Modify the Learning Environment
  • Recommendation 3: Teach and Reinforce New Skills
  • Recommendation 4: Draw on Relationships With Colleagues, Families
  • Assess School-Wide Behavior Problems
  • Appendix A: What Is a Practice Guide?
  • Appendix B: About the Authors
  • Appendix C: Potential Conflicts of Interest
  • Appendix D: Technical Information on the Studies
  • References

    See more articles from the U.S. Department of Education in our DOE article archive.

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    The professional engagements reported by each panel member that appear most closely associated with the panel recommendations are noted below.

    Dr. Epstein is the author of the Behavioral and Emotional Rating Scale-2 and the Scale for Assessing Emotional Disturbance. He receives royalties from PRO-ED, Inc. He has also developed interventions aimed at improving students' academic and behavioral outcomes and reported the findings in journal articles and book chapters. These instruments and interventions are not referenced in this practice guide.

    Dr. Atkins has no financial stake in any program or practice that is mentioned in the practice guide. He is a consultant for the New York City Board of Education on alternative models for school counseling, which could involve training counselors on classroom behavior management programs such as those mentioned in this practice guide. He also has had a long-standing consultative relationship with the Chicago Public Schools Office of Specialized Services related to his ongoing research in Chicago Public Schools. He is currently funded by the National Institute of Mental Health to study a model of school-based mental health consultation. This model involves, in part, training community mental health providers and teachers on classroom behavior management programs, such as those described in this practice guide. He is a coinvestigator on a proposal to the Institute of Education Sciences to develop a model to support early career teachers working in urban low-income schools, which also could involve training in programs such as those described in this practice guide.

    Dr. Cullinan is a coauthor of the Scale for Assessing Emotional Disturbance, for which he receives royalties from PRO-ED, Inc. This assessment instrument is not referenced in this practice guide. Also, Dr. Cullinan is the author of Students with Emotional and Behavioral Disorders, for which he receives royalties from Pearson Education, Inc. This book is not referenced in this practice guide.

    Dr. Kutash is a coauthor of the book Outcomes for Children with Emotional and Behavioral Disorders and Their Families: Program and Evaluation Best Practices (2nd ed.) and a coeditor of the Journal of Emotional and Behavioral Disorders, for which she receives royalties from PRO-ED, Inc.

    Go to Appendix D:
    Technical Information on the Studies



    Publication posted to Education World 07/06/2009
    Source: U.S. Department of Education; last accessed on 07/06/2009 at
    http://ies.ed.gov/ncee/wwc/pdf/practiceguides/behavior_pg_092308.pdf